Evaluation du dispositif d'enseignement des mathématiques au secondaire à l'école Olamen

Abstract

Nous désirions nous fixer comme objectif d'évaluer un dispositif de formation dans une école autochtone. En tenant compte de l'expérience et de la formation de l'auteur en enseignement des mathématiques au secondaire, noun avons convenu d'évaluer le dispositif d'enseignement des mathématiques au secondaire à l'école Olamen.

Pour ce faire, avons adopté le modéle de Stufflebeam, qui divise les objets d'évaluation en quatre dimensions: le contexte (objectifs et finalités du dispositif), les intrants (resources affectées au dispositif), le processus (actions assurant le fonctionnement du dispositif) et les produits (résultats du passage à travers le dispositif). Au niveau du contexte, nous avons traité des finalités et objectifs assignés au dispositif d'enseignement mathématiques. Les intrants évalués sont les directeurs, les enseignants de mathématiques et les élèves du secondaire. Quant au processus, nous l'avons circonscrit aux cours, examens, manuels, mécanismes décision et de diffusion de l'information ainsi qu'aux journées pédagogiques. Enfin, les produits regroupent les notes en mathématiques, les taux de promotion et de redoublement, de certification et de décrochage, ainsi que la valeur de la réussite. (Abstract shortened by UMI.)

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We wanted to set ourselves the objective of evaluating a training system in an indigenous school. Taking into account the author's experience and training in secondary mathematics teaching, we agreed to evaluate the secondary mathematics teaching system at Olamen School.

To do this, we adopted the Stufflebeam model, which divides the objects of evaluation into four dimensions: the context (objectives and purposes of the system), the inputs (resources allocated to the system), the process (actions ensuring the functioning of the system ) and the products (results of passing through the device). At the contextual level, we dealt with the purposes and objectives assigned to the mathematics teaching system. The inputs evaluated are principals, mathematics teachers and secondary school students. As for the process, we have limited it to courses, exams, manuals, decision-making and information dissemination mechanisms as well as educational days. Finally, the products include mathematics grades, promotion and repetition rates, certification and dropout rates, as well as the value of success. (Abstract shortened by UMI.)